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Fikri Yanda
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Islam and English language teaching: A critical literature review: Research Article Fikri Yanda
IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching
Publisher : Indonesian Reseacher for Language Learning and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64908/zd6fy302

Abstract

Islam is one of the religions, after Christianity, which has been extensively discussed in terms of its connection with English language teaching. However, exploration on this is still needed to be undertaken, that not much context is discussed. This critical literature review examines how the little research on Islam and English language education has tried to overcome the challenges to discover new insights. 32 texts from 1996 to 2020 were used to explore how Islam encounters English language teaching (ELT). The analysis revealed a number of key themes within the discourses of Islam and ELT. Moving forward, we recommend that additional initiatives –further exploration of Islam-ELT relation– should be undertaken for further development.
Book Review: Initial language teacher education Fikri Yanda
IRecall Journal Vol. 1 No. 01 (2023): iRecall Journal: An Indonesian Journal for Language Learning and Teaching
Publisher : Indonesian Reseacher for Language Learning and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64908/sy7wg319

Abstract

Within the last three decades, the discipline of initial language teacher education has undergone what is called as the Sociocultural Turn (Johnson, 2006). This shift necessitates considering teacher learning and professional development as a situated social and individual that is facilitated by opportunities for new teachers to acquire the mediational skills required to fully engage in teaching-focused communities of practice. At the practical level, much of what takes place in teacher education classrooms still follows traditional models that emphasize passing on to teacher candidates either pre-existing theories or pre-existing practices for teaching languages. Initial Language Teacher Education by Gabriel Díaz Maggioli, an academic advisor to the Institute of Education at Universidad ORT Uruguay, South America; the vice president of IATEFL, and an active member and contributor of TESOL International Association, describes the long process of becoming a language teacher. To Maggioli, this process includes a much more active and interactive attempt in which different levels of expertise are served. Through reciprocal, intentional scaffolds, the novice teachers are empowered to be able to practice theory while also theorizing practice.
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